Pambayang Dalubhasaan ng Marilao

Module 3 – Leadership Training and Character Building

(National Service Training Program-NSTP1)

I. INTRODUCTION

Leadership is the effort to influence the behavior of the individuals or members of the
group to accomplish organizational, individual, or personal goals. Leadership is influenced by
numerous factors relating to traits, behavior and situation. It is the outcome of a complex
relationship between leaders, subordinates, the Organization, social values, and economic and
political conditions. The concept of leadership is understood mainly through three theories,
based on trait, behavior and situation.

II. OBJECTIVES: Specifically, after working on this module, you should be able to do the
following:

1. Provide a broad overview of the different types of leadership theories and the way in which
each theory explains and interprets leadership.
2. Engage in experiential learning as a means for creating a personal leadership development
plan;
3. Develop a range of leadership skills and abilities, such as effectively changing, resolving
conflict, and motivating.
4. Recognize and display the critical thinking skills and abilities to lead others toward the
common goal.
5. 5. Demonstrate communication skills and the ability to interrelate with others; and
6. 5. Understand and appreciate the concept of leadership.

III. PRELIMINARY ACTIVITIES

A. TRUE or FALSE
B. IDENTIFICATION
C. ESSAY
Note: Activities will be sent through another link.

IV. LESSON PROPER

A. Leadership Theories
1. Trait Approach – The traditional concept is that effective leaders have personality traits,
which distinguish them from the common herd. Leadership effectiveness has been
found to be associated with age, height, intelligence, academic achievements,
judgmental ability and insight. However, none of these have been correlated with
leadership in all situations. The willingness to lead transcends all these traits. The trait
approach has been popular but controversial. The trait can be defined as inherent
 characteristic of a person while a competency can be defined as ability or capability of a
person to do something (Geddes & Grosset, 1998)

In the earlier leadership theories, the focus seems 99 percent to be more on the
inherent traits of leaders while the focus of the more recent leadership theories seems
to be more on the leadership competencies and behavior. A possible reason for this
shift in focus may be that competencies and behavior can change and can, therefore, be
developed while inherent traits of a person are difficult to change.

Stogdill (1974) Identified several general factors, which differentiate leaders from non-
leaders.

a. Capacity refers to problem-solving capabilities, making judgments, and working

hard.
b. Achievements relate to accomplishments, such as academic record, knowledge and
sports.
c. Responsibility refers to dependability, reliability, self-drive, perseverance,
aggressiveness, and self-confidence.
d. Participation and involvement mean highly developed social interaction, popularity,
swift adaptation to changing situations and easier cooperation compared to non-
leaders.
e. Socio economic status, i.e., effective leaders usually belong to higher socioeconomic
classes.
2. Behavioral approach – The behavioral approach to leadership is based on the concept of
how a leader behaves and what actually is done to achieve leadership effectiveness.
Depending on participation and sharing in decision-making, leaders have been classified
(Lewin, Lipit and White, 1939, as cited in Tosi, Rizzo, & Carroll, 1986)

A. Autocratic leaders – who exclude subordinated from the process of decision-making.

They assign work without consulting subordinates or knowing their inclinations and
desires.
B. Democratic or participative leaders – are effective and more productive because they
consult subordinates on various matter and include them in the process of decision-
making. Tasks are assigned on the basis of interests and preferences of subordinates.
C. Laissez-faire leaders – have little or no self-confidence in their leadership ability, do not
set goals for the group, and do not enhance group interaction and communication. In
fact,
The Laissez-faire types of leaders do little supervision; consequently, the group has to
make many on-the-job decisions.
3. Situational approach – A situational approach to leadership is based on the premise that
environmental factors affect a leader’s style and effectiveness. Effective and successful
leadership depends on the relationships between organizational situations and
leadership styles.
Fiedler’s situational theory identifies effective leadership styles under changing
situations (Fiedler, Chemers & Mahar, 1977). These can be either relationship-motivated
or task-motivated.
a. A relationship-motivated leadership style relies on good personal relations and
group participation to accomplish tasks. Leaders with this style perform most
 effectively in modest control situations, which present mixed problems related to
task, group members, and authority. The relationship-motivated leader gets
cooperation from the group being sensitive, diplomatic and tactful.
b. Task-motivated leaders prefer clear guidelines standardized or patterned work
methods to complete successfully the task they have accepted. They have strong
task orientation and perform best in high-control or low control situations. The high
situations are those where leaders get support from group members and the task
are clearly specified. In addition, leaders have high authority, which enables them to
use their powers of reward and punishment appropriately. Low-control situations –
the opposite of high control situations – are relatively difficult, challenging and
straining.

Functions of Leaders:

I. Task Functions – Task functions are the activities that we performed to realize
organizational goals. They concern leaders as:
a. Policy makers – The primary function of leaders is to establish group goals and policies in
accordance with broader policies and educational goals.
b. Planners – leaders plan with the time perspective and develop a methodology for
implementation, Including use of human and physical resources. Participation of team
members in the planning process facilitates smooth implementation.
c. Executives – An important responsibility of leaders Is to coordinate the activities of the
various groups and individuals in their team.
d. Experts - Leaders are expected to be experts in their areas of specialization and their job to
enhance the ability and effectiveness of group members.
e. Group representatives – leaders represent their groups and expound group demands,
achievements and constraints to superiors. This is the “gate-keeping” function.
f. Controllers – Leader’s control group activities and interpersonal relations within the group
so that the goals of the organization can be achieved affectively.

II. Maintenance Function – Maintenance functions are activities that help in gratifying the
needs of group members. These relate to leaders as:
a. Arbitrators and mediators – Leaders act as arbitrator-negotiators and as mediators in
resolving intergroup conflicts and reestablishing good group relations.
b. Ideal role models – depending on the situation, leaders sometimes have to portray
themselves as ideal role models for the group members to follow.
c. Group symbols – Leaders have to augment, reinforce and maintain a sense of belonging and
involvement within the group. They therefore, have to have a strong sense of identity with
their groups. Only then can they property represent the group.
d. Surrogates for individual responsibility – Leaders have to assume responsibility for decision-
making when group members do not want to be involved in the process and prefer to
escape from responsibility.
e. Ideologists – Influential and effective leaders are a source of beliefs and basic tenets for
group members, who start accepting the leader’s ideas and thinking.
f. Father figures - Leaders serve as a perfect focus for the positive emotional feelings of
individuals in the group. They are considered ideal for identification, transference and
feelings of submissiveness.
 g. Scapegoats – Leaders are an obvious target for the hostility and onslaught of frustrated,
disappointed, or disenchanted group members. Since leaders are responsible for group
activities and achievement, they have to accept the blame for failure.

Characteristics of Leaders
1. Organization
2. Fearlessness
3. Respect for the work of others
4. Satisfaction
5. Promotion of the interests of subordinates
6. Frankness
7. Respect for the individual
8. Knowledge
9. Predictability
10. Tolerance
11. Understanding
12. Honesty and Transparency
13. Accessibility
14. Providing Opportunities
15. Guidance
16. Willingness to listen
17. Genuineness
18. Discretion
19. Informed
20. Grace
21. Authority
22. People Orientation
23. Positive personality
24. Good Communication

V. ASSESSMENT

WEIGHT DISTRIBUTION FOR PERIODICAL GRADE:

Weekly Learning / Modular 60%

Asynchronous / Modular 20%
(Individual Output / Accomplished Task)

Synchronous / Limited Face to Face 80%

Quiz 50%
Class Participation 30%
Attendance 10%
Deportment 10%
 Major Examination 40%
WEIGHT DISTRIBUTION FOR FINAL GRADE: 100

MG: 50% FG : 50%

VI. REFERENCES

Dela Cruz, Sonia G. National Service Training Program (CWTS 2). Book Atbp. Publishing Corp., 2005.
Espiritu, Regelio I., NSTP with Common and Specific Modules. Mutya Publishing House Inc. 2012. Lee,
Sergio J. National Service Training Program. C&E Publishing, Inc. 2005. Brown, Judith E. Nutriton.
Cengage Learning Asia Pte. Ltd. 2009. Berkoff, Nancy. Fundamental of Food and Nutrition. Pearson
Education, Inc. 2005.

ONLINE REFERENCES:

https://ched.gov.ph/